Code of Behaviour 

The school has a central role in the children’s social and moral development just as it does in their academic development. In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations that are either fulfilled or not.

The children bring to school a wide variety of behaviour. As a community environment, in school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those that reflect these principles.

Children need limits set for them in order to feel secure and develop the skills for co-operation. Therefore our expectations will be age appropriate, with clear agreed consequences.

Parents can co-operate with the school by encouraging their children to understand the need for school rules, by visiting the school and by talking to the members of staff.

Our Code of Behaviour is established to ensure that the individuality of each child is accommodated while at the same time acknowledging the right of each child to education in a safe, relatively disruption free environment.

Aims of our Code

• To create a positive learning environment that encourages and reinforces good behaviour.
• To promote self-esteem and positive relationships.
• To encourage consistency of response to both positive and negative.
• To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others.
• To facilitate the education and development of every child.
• To foster caring attitudes to one another and to the environment.
• To enable teachers to teach without disruption.
• To ensure that the school’s expectations and strategies are widely known and understood through the availability of policies and an ethos of open communication.
• To encourage the involvement of both home and school in the implementation of this policy.

As adults we aim to:

• Create a positive climate with realistic expectations.
• Promote through example; respect, honesty and courtesy.
• Provide a caring and effective learning environment.
• Encourage relationships based on kindness, respect and understanding of the needs of others.
• Ensure fair treatment for all regardless of age, gender, race, ability and disability.
• Show appreciation of the efforts and contribution of all.
• To discourage physical aggression

We use a Restorative approach to resolving conflict and focus on ‘restoring relationships’ in a consistent, fair and respectful manner.

We promote firm but fair discipline that reinforces positivity in a non aggressive, non intimidating manner.  Teachers are ultimately responsible for the management of their students and it is the teacher who deals with class room situations. Serious issues are referred to the Principal.

School  Core Values:

• Respect
• Trust
• Empathy
• Encouragement
• Appreciation
• Belonging

Behaviour we Encourage:

• Respect for self and others
• Respect for other’s property
• Respect other students and their learning
• Kindness and willingness to help others
• Follow instructions from staff immediately
• Walk quietly in the school building
• Courtesy and good manners
• Readiness to use respectful ways of resolving difficulties and conflict
• Ask permission to leave the classroom
• Do your best in class
• Take responsibility for your own work

Class Guidelines

At the beginning of each academic year, the class teacher will draft a list of class guidelines with the children.  These reflect and support our school values and are presented in a way that is accessible to the children.  Class guidelines are kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community.  They emphasise where possible, positive behaviour and are applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference.  Where difficulties arise, parents will be contacted at an early stage.

Incentives

Part of the vision of Scoil Mhuire NS is to help children achieve their personal best – academically, intellectually and socially.  We recognise that there are many different forms of intelligence and that similarly children use a variety of approaches to solve problems. Children will be encouraged, praised and listened to at all times by adults in the school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements.  We recognise the place and value of tangible rewards, such as prizes & certificates, while also acknowledging the importance of personal motivation; praise can increase response rates by enhancing intrinsic motivation.

The following are some samples of how praise might be given;

• A quiet word or gesture to show approval
• A comment in a pupil’s notebook/diary
• A visit to another member of Staff or to the Principal for commendation
• A word of praise in front of a group or class
• A word of praise/award at weekly assembly
• A system of merit marks or stickers
• Delegating some special responsibility or privilege
• A mention to parent, written or verbal communication.

Levels of Misbehaviour

Level 1		Level 2		Level 3
Negative Actions		Physical Aggression/Fighting		Stealing
Negative Words		Disrupting class		Vandalism
Attention seeking behaviour		Refusing to follow directions		Threatening behaviour
Homework not completed		Disrespectful		Violence
Showing frustration		Refusing to work		Destroying property
Dishonesty		Jeering		Harassment
		Inappropriate language		Repeated Level 2 Behaviour
		Unsafe choices
		Repeated Level 1 Behaviour

(This list is intended to be illustrative, not exhaustive)

A Behaviour Record is kept in the school when an incident occurs.

Sanctions & Logical Consequences:

The use of logical consequences should be characterised by certain features;

• It must be clear why the sanction is being applied
• The consequence will relate as closely as possible to the behaviour
• It must be made clear what changes in behaviour are required to avoid future sanctions
• There is a clear distinction between the different levels of misbehaviour
• It is the behaviour rather than the person that is the focus

 

Child Safeguarding Statement

Scoil Mhuire National School is a primary school providing -primary education to pupils from Junior Infants to Sixth Class.

In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management of Scoil Mhuire National School has agreed the Child Safeguarding Statement set out in this document.

The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post Primary Schools 2017 as part of this overall Child Safeguarding Statement

The Designated Liaison Person (DLP) is  Dónal Quigley (Principal)

The Deputy Designated Liaison Person Deputy (DLP) is Niamh McCormack (Deputy Principal)

The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities In its policies, procedures, practices and activities, the school will adhere to the following principles of best practice in child protection and welfare:

The school will:

• recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations;
• fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children;
• fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters
• adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect;
• develop a practice of openness with parents and encourage parental involvement in the education of their children; andThe following procedures/measures are in place:
•    fully respect confidentiality requirements in dealing with child protection matters.

• In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website.
• In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website.
• In relation to the provision of information and, where necessary, instruction and training, to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school-
• Has provided each member of staff with a copy of the school’s Child Safeguarding Statement
• Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
• Encourages staff to avail of relevant training
• Encourages Board of Management members to avail of relevant training
• The Board of Management maintains records of all staff and Board member training
• In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015.
• In this school the Board has appointed the above named DLP as the “relevant person” (as defined in the Children First Act 2015) to be the first point of contact in respect of the child safeguarding statement.
• All registered teachers employed by the school are mandated persons under the Children First Act 2015.
• In accordance with the Children First Act 2015, the Board has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to this statement.
• The various procedures referred to in this Statement can be accessed via the DES website or will be made available on request by the school.
• This statement has been provided to all members of school personnel, the Parents’ Association and the patron. It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested. 
• This Child Safeguarding Statement was adopted by the Board of Management on 15/01/2019.
• Signed: Gerry Coyle                                                  
• Signed:Dónal Quigley

Child Protection Policy

Programmes with relevance to Child Protection

The following programmes are taught in Scoil Mhuire, Rockcorry National School in order to increase awareness around child protection issues and for the prevention of abuse in any form:

• Relationship & Sexuality Programme (RSE) – Mandatory – Completed May/June each year
• Stay Safe Programme New edition – Mandatory – completed in January
• Walk Tall Programme
• SPHE Curriculum & Making the Links (A useful manual which links the first 3 programmes to the content objectives of the SPHE curriculum.
• School Code of Behaviour & Anti-Bullying PolicyThe following school policies have relevance for child protection and are available for viewing in the school office.

School Policies with Regards to Child Protection

• Child Safeguarding Statement
• Health & Safety Statement, including Accident & Injury Policy & Administration of Medicines Policy
• Code of Behaviour
• Anti-Bullying Policy
• School Attendance Policy
• Access Policy
• Supervision Policy
• SEN Policy
• Acceptable Use of the Internet Policy (ICT) / Mobile Phone Policy
• Disciplinary & Grievance Procedures
• Data Protection Policy
• Critical Incident Policy
• Work Experience Placement PolicyThe staff and Board of Management of this school have identified the following as areas of specific concern in relation to Child Protection. Following discussion and consultation, the staff and Board of Management have agreed that the following practices be adopted:

Child Protection Practices

• Physical contact between school personnel and the child should always be in response to the needs of the child and not the needs of the adult. While physical contact may be used to comfort, reassure or assist a child, the following should be factors in determining its appropriateness:
• It is acceptable to the child
• It is open and not secretive
• The age and developmental stage of the childSchool personnel should never engage in or allow:
• School personnel should avoid doing anything of a personal nature for children that they can do for themselves.

• The use of inappropriate language or behaviours
• Physical punishment of any kind
• Sexually provocative games or suggestive comments about or to a child
• CDs, DVDs etc) should be checked for their appropriateness with regard to age and suitability.The DLP in Scoil Mhuire National School is the Principal, Dónal Quigley; this appointment has been ratified by the Board of Management. The Deputy DLP is Niamh McCormack; this appointment has also been ratified by the Board of Management.The DLP acts in cases where there are reasonable grounds for suspicion or where an allegation has been made.All information regarding concerns of possible child abuse should only be shared on a ‘need to know’ basis in the interests of the child. The giving of information to those who need to have that information is not a breach of confidentiality. This procedure exists for the protection of a child who may have been or has been abused. The DLP who is submitting a report to the HSE or An Garda Siochána should inform a parent/guardian, unless doing so is likely to endanger the child or place that child at further risk. A decision not to inform a parent/guardian should be briefly recorded together with the reasons for not doing so. 

        Defining abuse                                                                                      

Child abuse can be categorised into four different types:

• Neglect
• Emotional abuse
• Physical abuse
• Sexual abuse   

  Each of these categories is defined in full in Children First but for the purpose of this policy attention is drawn to the stated definition of ‘neglect’.

Neglect can be defined in terms of an omission, where the child suffers significant harm or impairment of development by being deprived of food, clothing, warmth, hygiene, intellectual stimulation, supervision and safety, attachment to and affection from adults, medical care.A list of child abuse indicators is contained in Children First, Chapter 2. This policy draws particular attention to ‘persistent evidence’ of neglect, including indicators such as no lunch, lack of uniform, no homework, poor attendance, persistent health problems, lack of sleep, inappropriate television viewing late at night and other evidence that would indicate lack of supervision in the home. All signs and symptoms must be examined in the total context of the child’s situation and family circumstances. 

 Protection for Persons Reporting Child Abuse 

• People making a report to the DLP in good faith have ‘qualified privilege’ under common law. Reports made to the HSE may be subject to provisions of the Freedom of Information Act, 1997. This act enables members of the public to obtain access to personal information relating to them which is in the possession of public bodies. However, the act also provides that public bodies may refuse access to information obtained by them in confidence (DES Procedures 1:11).
• The Protection for Persons Reporting Child Abuse Act 1998 provides immunity from civil liability to any person who reports child abuse ‘reasonably and in good faith’ to designated officers of the HSE or any member of an Garda Siochána (DES Procedures 1:10).
• In emergency situations, where the HSE cannot be contacted, and the child appears to be at immediate and serious risk, An Garda Siochána should be contacted immediately. A child should not be left in a dangerous situation pending HSE intervention.

Confidentiality

• The DLP has specific responsibility for child protection and will represent the school in all correspondence with the HSE, An Garda Siochana and other parties in connection with allegations of abuse. All matters pertaining to the processing or investigation of child abuse should be processed through the DLP.

  Guidelines for Recognition of Child Abuse

There are commonly three stages in the identification of child abuse:

 

1. Considering the possibility
2. Looking out for signs of abuse
3. Recording of information

Each of these stages is developed in Children First 2:2.

Handling Disclosures from Children

DES Procedures 3:5 gives comprehensive details of how disclosures should be approached. Staffs are advised to deal with each situation sensitively, reassure the child but not to make promises that cannot be fulfilled.

The adult should not ask leading questions or make suggestions. They should explain that further help may have to be sought. The discussion should then be recorded accurately. The record should include reference to what was observed with sketches of physical injury where necessary. It should also record when the alleged incident took place. Records should be kept in a secure place. The information should then be conveyed to the school DLP.

If the reporting person and the DLP are satisfied that there are reasonable grounds for the suspicion/allegation, the procedures outlined in Children First must be adhered to. Standardised reporting forms should be used (DES Procedures, Appendix 4 ). The content of the report should follow the guidance in Children First.

Allegations or Suspicions in relation to School Employees (DES Procedures, Chapter 5)

The Chairperson and the DLP are primarily concerned with the protection of the children in their care. However, employees must be protected against false and malicious claims. Legal advice should be sought by the board in relation to the employee. If the allegation is against the DLP, the Chairperson of the BOM will assume the responsibility for reporting the matter to the HSE.

Reporting

When an allegation of abuse is made against a school employee, the DLP should act in accordance with the procedures outlined in Children First. A written statement of the allegation should be sought from the person/agency making the report. A parent/guardian may make a statement on behalf of a child. The DLP should always inform the Chairperson of the BOM and is responsible for liaising with the HSE. The Chairperson assumes responsibility for communicating with the employee.

School employees, other than the DLP, who receive allegations against another school employee, should immediately report the matter to the DLP. School employees who form suspicions regarding conduct of another school employee should consult with the DLP.

The employee should be informed by the Chairperson (ie: the Employer):

1. That an allegation has been made against him/her
2. The nature of the allegation
3. Whether or not the HSE or Gardaí has been informed.

The employee should be given a copy of the written allegation and any other relevant documentation. The employee should be requested to respond to the allegation in writing to the BOM within a specified period and told that this may be passed to the Gardaí, HSE and legal advisers.

The Chairperson must take the necessary steps to protect the child and may consult the BOM in this matter. The BOM may direct that the employee take administrative leave with pay and avoid suspension, thus removing any implication of guilt. The DES should be immediately informed.

Recruitment and selection of volunteers

All staff employed (or volunteering) must be Garda Vetted and will not be allowed work with children unless they provide a copy of this to the school.

The Teaching Council arranges vetting for teachers newly appointed to the school before commencement of employment.  Staff will be asked for copies of their vetting forms and these will be kept in the Principal’s office. New Garda Vetting Procedures apply for all employees / volunteers.

In addition, the child protection-related Statutory Declaration must be provided by all persons appointed to teaching and non-teaching positions of any duration. The school must obtain and view the original statutory declaration and retain a copy for its own records.

 

Supervision of children

School routines and procedures will be followed by all staff to ensure that there is comprehensive supervision of school at all breaks and on all trips and tours. See Supervision Policy.

Early withdrawal of pupils

Any child leaving the school before the end of the school day must be signed out by a parent/ guardian in the office. The parent / guardian should enter the school via the door near the office. If they are not known to the Principal / Deputy principal, they should be asked for identification.  (If another adult is collecting the child, the school much be informed either by phone or in writing by the parent / guardian, as to the identity of the adult collecting their child.)

Collection of children at home time

Infants are collected at 2pm and are released into the care of parents/guardians or adults identified to the school (by parents/guardians) at the beginning of the school year e.g. child minder etc. If a person outside of these named adults is to collect an infant pupil on a given day, the school must be informed of the identity of this other adult either verbally in person, or by phone, or in writing. Equally if a child is to be collected by a classmate’s parent etc., the school should be informed in advance, again either verbally, or by phone, or in writing. If the school has not been informed of a change as above, the school will not release the pupil into the care of another adult. The school will attempt to contact the parents/guardians to confirm the collection details.

Children from 1^st to 6^th Class are walked by their class teacher to the school entrance, where depending on arrangements made by their family, they either are met by an adult etc. or commence their walk home. Children using the bus exit via the lower gate. Any child remaining at this point/unsure of who is collecting them etc. is brought to the office, where a call is made to their parent/guardian. If there is a change to the collection plans made with the child, parents/guardians should contact the school so that they can update the child.

Changes in Family Circumstances

If there any changes in family circumstances (separation of parents etc.), the school will continue to release the child into the care of either parent (assuming both have guardianship).

In the event of a court order, furnished to the school by a parent, the school will only release the child into the care of the adult/provide access as directed by the court. In such circumstances, the school has internal systems in place to ensure communication with relevant staff members, so that they are aware of these changes.

General Conduct

Children are to be encouraged at all times to play co-operatively and inappropriate behaviour will be addressed under our Code of Behaviour and Anti-Bullying Policy.

If an incident occurs which is considered to be of a sexualised nature, the reporting procedures outlined in Chapter 5 of the DES Child Protection Procedures will be followed.

Visibility

Teachers will ensure that children are visible in the school yard.  Children will not be allowed to spend time in classrooms where they would not be under adult supervision.  They are allowed to leave the school yard only to go to the bathroom with the teachers consent.

One-To-Teaching/Activities

It is the policy in this school that one-to-one teaching is provided in the best interest of the child. Every effort will be made to ensure that this teaching takes place in an open environment. Parents of children who are to be involved in one-to-one teaching will be informed and their agreement sought. Work being carried out by Special Needs Assistants (if allocated) will be carried out under the direction of the class teacher in an open environment.

Any activity which involves a child to staff member (teacher or SNA) ratio of 1:1, should take place in a room with a glass panel window on the door for visibility. Otherwise the door of the room in which they are working should be left open for the duration. Any blinds etc, on the glass panel on the door, should be opened for the duration also. Only staff members (who are all vetted appropriately), should engage in 1:1 activities.

The Principal is responsible for ensuring that any visitors who are to work with children on a 1:1 basis are appropriately vetted (e.g. HSE nurse, Psychologist, Photographer etc.). The procedure outlined above will be followed in these cases also.

Record Keeping

Teachers will keep records on each child’s reports. Roll books will be updated daily. Sensitive information regarding children will be shared on a need-to know basis. All educational files of pupils are kept in a locked storage cabinet.

Attendance

Our school attendance will be monitored . With regard to child protection, we will pay particular attention to trends in non-attendance. We monitor trends in non-attendance in terms of possible neglect, physical or emotional abuse. 

Behaviour

Children are encouraged at all times to play co-operatively and inappropriate behaviour will be addressed under our Code of Behaviour. If an incident occurs which we consider to be of a sexualised nature we will notify the DLP who will record it and respond to it appropriately.

Bullying

Bullying behaviour will be addressed under our Anti-Bullying policy. If the behaviour involved is of a sexualised nature or regarded as being particularly abusive, then the matter will be referred to the DLP.

Communication

Every effort will be made to enhance pupil-teacher communication. If pupils have concerns they will be listened to sympathetically. The SPHE/Oral Language/RE programmes allow for open pupil-teacher communication, which aids the pupil-teacher relationship. If teachers have to communicate with pupils on a one-to-one basis, they are requested to leave the classroom door open or request a colleague to attend.

Access

All school entrances are secured after the children enter the school at 9.15am and after each break.All others seeking access much do so through the main door.

Visitors/Guest Speakers

Teachers on yard duty will be aware of visitors entering the school yard and will re-direct them to the office etc. as necessary. All external tutors/trades people/visitors enter via school office

Guest speakers or External Teachers (even if appropriately vetted) are never left unsupervised with pupils. The class teacher or supervising teacher is responsible for the pupils at all times. The school has a responsibility to check out the credentials of the speaker and to ensure that the materials in use by guests are appropriate.

Relationships and Attitudes

Teachers should ensure that their relationships with students are appropriate to the age, maturity and sex of the children and that their conduct does not give rise to comment or speculation.  Attitudes, demeanour and language all require care and thought when dealing with older children.

Physical Contact with Children

Teachers are advised not to make unnecessary physical contact with children.  However, a distressed child may need reassurance involving physical comforting such as a parent might provide.  Physical punishment is illegal as is any form of physical response to misbehaviour, unless it is by way of restraint using the minimum force necessary to ensure the safety of the children/adults involved.  See Guidelines for Physical Interventions & Restrictive Practices.

Whenever possible this should be done in the presence of others. First-aid to a pupil should also be administered whenever possible in the presence of others.  Following any incident where a Teacher feels that his/her actions may be misconstrued, a written report of the incident should be submitted immediately to the Principal.   

Swimming

Children travel to the pool in a bus accompanied by two teachers/adults. 

The teacher/adult stands at the door of the changing room which is slightly ajar.  The teacher can then keep an eye on the children lining up in the corridor and the children in the changing room.The role of the adult is supervisory only, and is not to assist. On no account should a teacher be alone in the changing room with the children.

If the need arises (physical needs etc), a parent may accompany his or her own child (only) to a private cubicle if he/she is having difficulty with changing. The parent should discuss this need with the Principal in advance of lessons, so that supervising teachers are aware that the child may be withdrawn to a private changing cubicle by their parent in this instance.

If a child needs to go to the toilet during the pool time, he/she is accompanied from the pool area to the bathroom door by the teacher and escorted back to the pool when finished.

While every effort will be made to adhere to best practice as agreed and outlined above, in the event of an emergency where this is not possible or practicable, a full record of the incident should be made and reported to the Principal and parents.

Travelling Arrangements 

Teachers/staff member will not carry children alone in their cars.  At least two children must travel with the member of staff in the car or another adult and child. Necessary insurance to transport children in a private vehicle should be in place. 

Induction of Teachers and Ancillary Staff

The DLP, Dónal Quigley, will be responsible for informing all new teachers and ancillary staff of this Child Safeguarding Statement, DES Child Protection Procedures and the Children First Guidelines.

All new teachers are expected to teach the designated SPHE objectives for their class. A member of staff, once trained, will be responsible for the mentoring of new teachers and will be responsible for supporting new teachers as they implement the SPHE objectives. The Deputy Principal is responsible for ensuring that new teachers know how to fill in the roll book correctly and informing the teacher of record keeping procedures within the school.

Induction of Pupils

All parents and children will be made aware of attendance rules and their implications as laid down in the Education Welfare Act (2000). All parents will be informed of the programmes in place in the school that deal with personal development e.g. RSE, Walk Tall, Stay Safe and SPHE. All new parents will be given a copy of the school’s enrolment policy, which outlines the procedures parents and children should use when contacting the school if there are absences or concerns of an educational/personal/family matter. Parents are encouraged to make an appointment with the class teacher/principal if they wish to discuss their child’s progress. All parents will be given a copy of the school’s Code of Behaviour and Anti-Bullying policies.

Toileting / Intimate Care Needs

If a child requires assistance with toileting (regularly or as a once off due to illness etc.), two members of staff should assist the child in this instance.

In all situations where a pupil needs assistance with toileting/intimate care, a meeting will be convened, after enrolment and before the child starts school, between parents/guardians, class teacher, special needs assistant (if allocated), Principal and if appropriate the pupil. The purpose of the meeting will be to ascertain the specific needs of the child and to determine how the school can best meet those needs.

The staff to be involved in this care will be identified and provision will be made for occasions when the particular staff involved are absent. A written copy of what has been agreed will be made and kept in the child’s file.

Accidents

While every precaution will be taken under our Health and Safety Statement to ensure the safety of children, we realise that accidents will happen. Accidents will be noted in our incident book and will be addressed under our accident policy as part of Health and Safety.

DVDs

Staff will always ensure that any DVD shown or video footage shown through services such as RTE Player / Netflix or similar, to the children is age appropriate and is educational in content.

Internet Safety

Children will only have access to websites deemed age-appropriate under the supervision of their class teacher.

Photographs of children are only placed on the sites deemed appropriate by the school with parental permission.

Internet Safety talks are provided annually to pupils.

 

School Measures Taken to Protect the Children in Our Care

There are a number of areas where common sense in our school should prevail in order to protect the children in the school and the staff who care for them. In relation to this, certain points should be noted:

 

1. Scoil Mhuire RockcorryNational School fully implements the Stay Safe programme in the Spring/Summer term each year.
2. A copy of the school’s child protection policy, which includes the names of the Designated Liaison Person (DLP) and Deputy DLP, will be made available to all school personnel and is readily accessible to parents.
3. The name of the DLP and other relevant support services are displayed in a prominent position near the main entrance to the school.
4. In addition to informing the school authority of those cases where a report involving a child in the school has been submitted to the HSE, the DLP shall also inform the school authority of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made. At each meeting of the Board of Management, the agenda includes an item on Child Protection; the Principal shall inform the Board of the number of all such cases and this shall be recorded in the minutes of the board meeting.
5. Scoil Mhuire National School will undertake an annual review of its Child Protection Policy and its implementation by the school. A checklist, to be used in undertaking the review. The school has put in place an action plan to address any areas for improvement which might be identified in the annual review. The Board of Management shall make arrangements to inform school personnel that the review has been undertaken. Written notification that the review has been undertaken shall be provided to the school community. A record of the review and its outcome shall be made available, if requested, to the patron and the DES.
6. Staff who take classes swimming should make sure that there are two adults in attendance at all times. The dressing rooms and pool area should be well supervised.
7. Staff should not be alone in a classroom with one child or detain a child on their own after school. Some pupils with special educational needs are sanctioned resource hours and assistance on an individual basis; staff are mindful of this child protection policy when teaching these pupils and our support rooms have glass panels in the doors thus rendering the occupants visible at all times.
8. When possible children should work in groups.
9. Children with physical disabilities who may require assistance in toiletry matters will be aided by a Special Needs Assistant (if allocated by NCSE) who has met the necessary screening requirements when being employed by the school. It should be noted that children with disabilities may be more at risk of abuse due to a number of reasons (DES Procedures 2:3). Parents, teachers and all staff involved in services for children with disabilities need to be familiar with the indicators of abuse and to be alert for signs of abuse.
10. Signed:19/02/2019

 

Anti-Bullying Policy

Scoil Mhuire School community believes that each pupil has a right to an education free from fear and intimidation. The school regards bullying a very serious misbehaviour( see code of behaviour policy)which infringes on the rights of an individual and poses a very serious threat to the self- esteem and self – confidence of targeted pupil(s). Therefore Scoil Mhuire  will not tolerate bullying of any kind. Every report of bullying is treated seriously and dealt with, having due regard for the well -being of the targeted pupil(s) and the perpetrator(s).

The immediate priority, should a bullying incident occur, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships insofar as is practicable. All pupils are expected to contribute to the creation and maintenance of a safe environment in the school. On becoming aware of a bullying situation involving members of the school community, they should notify a trusted responsible adult.

1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

(a) A positive school culture and climate which

• is welcoming of difference and diversity and is based on inclusivity;
• encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
• promotes respectful relationships across the school community

Key elements of a positive school culture and climate

 

• The school acknowledges the right of each member of the school community to enjoy school in a secure environment.
• The school acknowledges the uniqueness of each individual and his/her worth as a human being.
• The school promotes positive habits of self-respect, self-discipline and responsibility among all its members.
• The school prohibits vulgar, offensive, sectarian or other aggressive behaviour or language by any of its members.
• The school has a clear commitment to promoting equality in general and gender equality in particular in all aspects of the schools functioning.
• The school has the capacity to change in response to pupils’ needs.
• The school identifies aspects of curriculum through which positive and lasting influences can be exerted towards forming pupils’ attitudes and values.
• The school takes particular care of "at risk" pupils and uses its monitoring systems to facilitate early intervention where necessary and it responds to the needs, fears or anxieties of individual members in a sensitive manner.
• The school recognises the need to work in partnership with and keep parents informed on procedures to improve relationships on a school-wide basis.
• The school recognises the role of parents in equipping the pupil with a range of life skills.
• The school recognises the role of other community agencies in preventing and dealing with bullying.
• The school promotes habits of mutual respect, courtesy and an awareness of the interdependence of people in groups and communities.
• The school promotes qualities of social responsibility, tolerance and understanding among all its members both in school and out of school.
• Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behaviour by any member of the school community.

Practical tips for building a positive school culture and climate

The following are some practical tips for immediate actions that can be taken to help build a positive school culture and climate and to help prevent and tackle bullying behaviour.

• Model respectful behaviour to all members of the school community at all times.
• Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.
• Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.
• Catch them being good - notice and acknowledge desired respectful behaviour by providing positive attention.
• Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.
  • Give constructive feedback to pupils when respectful behaviour and respectful language are absent.
  • Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routines.
  • Explicitly teach pupils about the appropriate use of social media.
• Positively encourage pupils to comply with the school rules on mobile phone and internet use. Follow up and follow through with pupils who ignore the rules.
• Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social media.
• Actively promote the right of every member of the school community to be safe and secure in school.
• Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common areas.
• All staff can actively watch out for signs of bullying behaviour.
• Ensure there is adequate playground/school yard/outdoor supervision.
• School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.
• Hot spots tend to be in the playground/school yard/outdoor areas, toilets and other areas of unstructured supervision.
• Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard.

(b) Effective leadership

(c)  A school-wide approach

(d) A shared understanding of what bullying is and its impact

(e) Implementation of education and prevention strategies (including awareness raising measures) that-

• build empathy, respect and resilience in pupils; and
• explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying;
• effective supervision and monitoring of pupils;

(f) Effective supervision and monitoring of pupils

(g) Supports for staff

(h) Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and

(i) On-going evaluation of the effectiveness of the anti-bullying policy.

 

3. What Is Bullying?

In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:

Bullying is unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons).

The following types of bullying behaviour are included in the definition of bullying:

• deliberate exclusion, malicious gossip and other forms of relational bullying,
• cyber-bullying and
• identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-PrimarySchools.

 

 

 

 

 

Examples of bullying behaviours

General  behaviours which apply to all types of bullying	·            Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc. ·            Physical aggression ·            Damage to property ·            Name calling ·            Slagging ·            The production, display or circulation of written words, pictures or other materials aimed at intimidating another person ·            Offensive graffiti ·            Extortion ·            Intimidation ·            Insulting or offensive gestures ·            The “look” ·            Invasion of personal space ·            A combination of any of the types listed.
Cyber	·            Denigration: Spreading rumors, lies or gossip to hurt a person’s reputation ·            Harassment: Continually sending vicious, mean or disturbing messages to an individual ·            Impersonation: Posting offensive or aggressive messages under another person’s name ·            Flaming: Using inflammatory or vulgar words to provoke an online fight ·            Trickery: Fooling someone into sharing personal information which you then post online ·            Outing: Posting or sharing confidential or compromising information or images ·            Exclusion: Purposefully excluding someone from an online group ·            Cyber stalking: Ongoing harassment and denigration that causes a person considerable fear for his/her safety ·            Silent telephone/mobile phone call ·            Abusive telephone/mobile phone calls ·            Abusive text messages ·            Abusive email ·            Abusive communication on social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles ·            Abusive website comments/Blogs/Pictures ·            Abusive posts on any form of communication technology
Identity Based Behaviours Including any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).
Homophobic and Transgender	·            Spreading rumours about a person’s sexual orientation ·            Taunting a person of a different sexual orientation ·            Name calling e.g. Gay, queer, lesbian...used in a derogatory manner ·            Physical intimidation or attacks ·            Threats
Race, nationality, ethnic background and membership of the Traveller  community	·            Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background ·            Exclusion on the basis of any of the above
Relational	This involves manipulating relationships as a means of bullying. Behaviours include: ·            Malicious gossip ·            Isolation & exclusion ·            Ignoring ·            Excluding from the group ·            Taking someone’s friends away ·            “Bitching” ·            Spreading rumours ·            Breaking confidence ·            Talking loud enough so that the victim can hear ·            The “look” ·            Use or terminology such as ‘nerd’ in a derogatory way
Sexual	·            Unwelcome or inappropriate  sexual comments or touching ·            Harassment
Special Educational Needs, Disability	·         Name calling ·         Taunting others because of their disability or learning needs ·         Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying ·         Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues. ·         Mimicking a person’s disability ·         Setting others up for ridicule

 

4. The relevant teachers for investigating and dealing with bullying are as follows:

The Relevant Teachers in this school are:       Principal Deputy Principal All class teachers   Any teacher may act as a relevant teacher if circumstances warrant it.

5. The education and prevention strategies (including strategies specifically aimed at cyber-

bullying, homophobic and transphobic bullying) that will be used by the school are as follows (see Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

 

Sample Education and prevention strategies

School-wide approach

• A school-wide approach to the fostering of respect for all members of the school community.
• The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.
• The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.
• Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.
• An annual audit of professional development needs with a view to assessing staff requirements  through internal staff knowledge/expertise and external sources
• Professional development with specific focus on the training of the relevant teacher(s)
• School wide awareness raising on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community.
• Supervision and monitoring of classrooms, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
• The school’s anti-bullying policy /Code of Behaviour policy are available for parents to view.
• The implementation of regular (e.g. per year/per term/per month/per week) whole school awareness measures e.g. a dedicated notice board in the school and classrooms on the promotion of friendship, and bullying prevention; annual Friendship Week.
• Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
• Ensuring that pupils know who to tell and how to tell, e.g.:
• Direct approach to teacher at an appropriate time, for example after class.
• Hand note up with homework.
• Make a phone call to the school or to a trusted teacher in the school.

• Get a parent(s)/guardian(s) or friend to tell on your behalf.
• Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.

 

• Identify clear protocols to encourage parent(s)/guardian(s) to approach the school if they suspect that their child is being bullied.

Implementation of curricula

• The full implementation of the SPHE curricula and the RSE and Stay Safe Programmes.
• Continuous Professional Development for staff in delivering these programmes.
• The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.

               Links to other policies

List school policies, practices and activities that are particularly relevant to bullying, e.g. Code of Behaviour, Child Protections policy, Supervision of pupils, Sporting activities.

 

6. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:

6.8.9.      Procedures for Investigating and Dealing with Bullying

 

The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);

 

The school’s procedures must be consistent with the following approach.

Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.

 

Reporting bullying behaviour

 

• Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
• All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher.
• Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs),caretakers, cleaners must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;

Investigating and dealing with incidents: Style of approach (see section 6.8.9)

• In investigating and dealing with bullying, the (relevant)teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
• Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;
• Teachers should take a calm, unemotional problem-solving approach.
• Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved;
• All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;
• When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;
• If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements. Two teachers will be present for these interviews.
• Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher;

 It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)

• In cases where it has been determined by the relevant teacher that deliberate bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils;
• Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;
• It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between

the pupil being disciplined, his or her parent(s)/guardian(s) and the school;

 

Follow up and recording

 

• In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

- Whether the bullying behaviour has ceased;

- Whether any issues between the parties have been resolved as far as is practicable;

-Whether the relationships between the parties have been restored as far as is practicable;

-Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal

• Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.
• Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures i.e. the matter is brought to the principal’s attention and in unresolved cases the matter is subsequently brought to the attention of the Board of Management.
• In the event that a parent(s)/guardian(s) has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.

 

Recording of bullying behaviour

 

It is imperative that all recording of bullying incidents must be done in an objective and factual manner.

 

The school’s procedures for noting and reporting bullying behaviour are as follows:

 

 

       Informal- pre-determination that bullying has occurred

• All staff must keep a written record of any incidents witnessed by them or notified to them. All incidents must be reported to the relevant teacher
• While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same
• The relevant teacher must inform the principal of all incidents being investigated.

       Formal Stage 1-determination that bullying has occurred

• If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
• The school in consultation with the relevant teacher/s should develop a protocol for the storage of all records retained by the relevant teacher.

Formal Stage 2-Appendix 3 (From DES Procedures)

The relevant teacher must use the recording template at Appendix 3 to record the bullying behaviour in the following circumstances:

 

1. a) in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
2. b) Where the school has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.

The school should list behaviours that must be recorded and reported immediately to the principal. These should be in line with the school’s code of behaviour.

 

When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal. Due consideration needs to be given to where these records are kept, who has access to them, and how long they will be retained. Decisions around record keeping should be noted in this policy.

 

Established intervention strategies

• Teacher interviews with all pupils
• Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process
• Working with parent(s)/guardian(s)s to support school interventions
• No Blame Approach
• Circle Time
• Restorative interviews

The Procedures mention the following intervention strategies and reference Ken Rigby;

www.bullyingawarenessweek.org/pdf/BullyingPreventionStrategiesinSchools Ken Rigby.pdf

• The traditional disciplinary approach
• Strengthening the victim
• Mediation
• Restorative Practice
• The Support Group Method
• The Method of Shared Concern

 

7. The school’s programme of support for working with pupils affected by bullying is as follows:

Bullied (targeted) pupils:

• Ending the bullying behaviour,
• Changing the school culture to foster more respect for bullied pupils and all pupils,
• Changing the school culture to foster greater empathy towards and support for bullied pupils,
• Indicating clearly that the bullying is not the fault of the targeted pupil through the awareness-raising programme for example anti- bullying campaign
• Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations,
• All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g.
• Group work such as circle time
• If pupils require counselling of further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.
• Initial approaches including adaptations to the classroom environment, changes to the yard structure and games may also be put in place to help the pupil affected.
• Red Flag- assigning a safe adult to the pupil, where the pupil can go to talk to immediately, if they are feeling uneasy or if anything has happened.
• Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.

 

Bullying pupils (perpetrator):

• Making it clear that bullying pupils who reform are not blamed or punished and get a “clean sheet,”
• Making it clear that bullying pupils who reform are doing the right and honorable thing and giving them praise for this,
• Making adequate counseling facilities available to help those who need it learn other ways of meeting their needs besides violating the rights of others,
• Helping those who need to raise their self-esteem by encouraging them to become involved in activities that develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school),
• Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth,
• In dealing with negative behavior in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the child,

 

 

The Board of Management confirms that appropriate supervision and monitoring policies and

Practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.

 

The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps as are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association a copy of this policy will be made available to the Department of Education and Skills and to the patron if requested.

 

Signed:Gerry Coyle            Signed: Dónal Quigley

(Chairperson of Board of Management)                  (Principal)

 

Date: _7_/_9_/_2018_                                                  Date: _7__/_9__/_2018__

 

 

 

Safety Statement

 

 

The Board of Management brings to the attention of its staff the following arrangements for safeguarding the safety, health and welfare of those employed and working in the school.

 

This policy requires the co-operation of all employees. It shall be reviewed annually or more frequently if necessary, in the light of experience, changes in legal requirements and operational changes. A safety audit shall be carried out annually by the Board of Management Safety Officers and a report made to staff. All records of accidents and ill-health will be monitored in order to ensure that any safety measures required can be put in place to minimise the recurrence of such accidents and ill-health.

 

The Board of Management wishes to ensure that as far as is reasonably practical:

 

• The design, provision and maintenance of all places in the school shall be safe and without risk to health.
• There shall be safe access to and from places of work.
• Plant and Machinery may be operated safely in so far as is possible.
• Work systems shall be planned, organised, performed and maintained so as to be safe and without risk to health.
• Staff shall be instructed and supervised in so far as is reasonably possible so as to ensure the health and safety at work of its employees.
• Protective clothing or equivalent shall be provided as is necessary to ensure the safety and health at work of its employees.
• Plans for emergencies shall be complied with and revised as necessary.
• This statement will be continually revised by the Board of Management as necessity arises, and shall be re-examined by the Board on at least an annual basis.
• Employees shall be consulted on matters of health and safety.
• Provisions shall be made for the election by the employees of a safety representative.

 

The Board of Management of Scoil Mhuire N.S., recognises that its statutory obligations under legislation extends to employees, students, to any person legitimately conducting school business, and to the public.

 

The Board of Management undertakes to ensure that the provisions of the safety, Health and welfare at Work Act 1989 are adhered to:

 

 

 

Duties of Employees

It is the duty of every employee while at work:

 

• To take reasonable care for his/her own safety, health and welfare, and that of any person who may be affected by his/her acts or omissions while at work.
• To co-operate with his/her employer and any other person to such extent as will enable his/her employer or the other person to comply with any of the relevant statutory provisions.
• To use in such manner so as to provide the protection intended, any suitable appliance, protective clothing, convenience, equipment or thing provided (whether for his/her lone use or for use by him/her in common with others) for securing his/her safety, health or welfare at work.
• To report to the Board of Management without unreasonable delay, any defects in plant, equipment, place or work, or system of work, which might endanger safety, health or welfare of which he/she becomes aware.

 

No person will intentionally or recklessly interfere with or misuse any appliance, protective clothing, convenience or other means or thing provided in pursuance or any of the relevant statutory provisions or otherwise, for securing safety, health or welfare or persons arising out of work activities.

 

Employees using available facilities and equipment provided should ensure that work practices are performed in the safest manner possible (see section 9 of safety, health and welfare at Work Act 1989).

 

Consultation and Information

 

It is the policy of the Board of Management to consult with staff in preparation and completion of hazard control forms, to give a copy of the safety statement to all present and future staff, and to convey any additional information or instructions regarding health, safety and welfare at work to all staff as it becomes available. Health, safety and welfare at work will be considered in any future staff training and development plans.

 

Hazards

Hazards shall be divided into two categories. Those which can be rectified will be dealt with as a matter of urgency. Those that cannot will be clearly indicated and appropriate procedures listed beside them. All hazards shall be eliminated in so far as resources and circumstances allow.

 

Fire

It is the policy that:

• The Board of Management will ensure that an adequate supply of fire extinguishers, suitable for the type of fires likely to occur in each area, is available, identified and regularly serviced by authorised and qualified persons. Each fire extinguisher shall have instructions for its use.

 

• The principal and staff fire safety officer, will ensure that fire drills shall take place at least once a term.

 

• Fire alarms shall be clearly marked. (Responsibility of Board of Management Safety Officer)

 

• Signs shall be clearly visible to ensure that visitors are aware of exit doors and routes.(Staff Fire Officer)

 

• All doors, corridors, and entries shall be kept clear of obstruction and shall be able to be opened at all times from within the building. Each teacher who has an exit in her classroom must ensure it is kept clear. P.E. hall and main door – Fire Safety Officer will see they are free of obstruction.

 

• Assembly areas are designated outside.

 

• Exit signs shall be clearly marked.

 

• All electrical equipment shall be left unplugged when unattended for lengthy periods and when the building is empty. Teachers are responsible for their own classroom. The last staff member, as appropriate, is responsible for the office. Staff room is every teacher’s responsibility. Cleaner to check when cleaning.

 

• Principal and Fire Safety Officer, shall be responsible for fire drills and evacuation procedures.

 

• All recommendations made by a Fire Officer in addition to these provisions shall be implemented.

 

The following hazards (in so much as can be identified) are considered by the Board of Management to be a source of potential danger and are brought to the attention of all concerned

1. Wet corridors
2. Trailing leads
3. Laptops, Computers
4. Guillotine
5. Projectors
6. Fuse Board
7. Electric kettles
8. Boiler house
9. Ladders
10. Excess Gravel on school yard
11. Protruding units and fittings
12. Roof of shelter
13. External store to be kept locked
14. Icy surfaces on a cold day
15. Windows opening out

 

To minimise these dangers the following safety/ protective measures must be adhered to (see duties of employee pages 1-2 of this document):

 

• Access to and operation of plant/equipment is restricted to qualified members of the staff, whose job function is that of running, maintaining, cleaning and monitoring particular items of plant in the course of their normal duties. Copies of this Safety Statement will be sent to all contractors prior to contract by the Principal/Board of Management. Any other contractors entering the school must be shown a copy of the schools Safety Statement and shall adhere to its provisions.
• In addition all such plant and machinery is to be used in strict accordance with the manufactures instructions and recommendations.
• Where applicable Board of Management will ensure that members of the staff will have been instructed in the correct use of plant, machinery and equipment.
• All machinery and electrical equipment are fitted with adequate safeguards.
• Precautionary notices, in respect of safety matters are displayed at relevant points.
• Ladders must be used with another person’s assistance.
• Avoid use of glass bottles where possible by pupils. Remove broken glass immediately on discovery
• Board of Management will check that floors are clean, even, non-slip and splinter-proof.
• Principal will check that PE equipment is stacked securely and is positioned so as not to cause a hazard.
• Check that all PE and other mats are in good condition.
• An annual routine for inspecting furniture, floors, apparatus, equipment and fittings. Board of Management Safety Officer and Staff Safety Representative.
• Check that beams, benches etc. are free from splinters and generally sound.
• Check that beams and benches are stable and do not wobble when in use.
• Check that there are no uneven/broken/cracked yard surfaces.
• Will check that roofs, guttering, drain pipes etc as far as can be seen are sound and well maintained. Board of Management Safety Officer.
• Teachers check that manholes are safe.
• Check that all play areas, especially sand pits, are kept clean and free from glass before use.
• Check that outside lighting works and is sufficient. Board of Management.
• Check that all builder’s materials, caretakers’ maintenance equipment, external stores etc are stored securely. Principal and Board of Management Safety Officer.
• Check that refuse is removed from building each day and is carefully stored outside. Caretaker.
• All video display units should have a screen in front of the computer.

 

 

Constant Hazards

Machinery, Kitchen equipment, Electrical appliances.

 

It is the policy of the Board of Management that machinery, kitchen equipment and electrical appliances are to be used only by competent and authorised persons. Such appliances and equipment will be subject to regular maintenance checks.

 

Electrical Appliances

Arrangements will be made for all appliances to be checked on a regular basis at least annually by a competent person (i.e.) maintenance person, the supplier or his agent. Before using any appliance the user should check that:

• All safety guards which are a normal part of the appliance are in working order
• Power supply cables/leads are intact and free of cuts or abrasions.
• Unplug leads of appliances when not in use.
• Suitable undamaged fused plug tops are used and fitted with the correct fuse.
• Follow official guidelines issued by the Health and Safety Authority.

 

Chemicals

It is the policy of the Board of Management that all chemicals, photocopier toner, detergents etc be stored in clearly identifiable containers bearing instructions and precautions for their use and shall be kept in a locked area, and protection provided to be used when handling them. (Secretary/Cleaner).

 

Drugs And Medication

It is the policy that all drugs, medications, etc be kept in a secure cabinet, locked at all times and the key kept in a separate and secure place and used only by trained and authorised personnel.

 

Welfare

To ensure the continued welfare of the staff and children, toilet and cloakroom areas are provided. A Staffroom separate from the work area is provided, where tea and lunch breaks may be taken. Staff must co-operate in maintaining a high standard of hygiene in this area.

 

A high standard of hygiene must be achieved at all times. Adequate facilities for waste disposal must be available. An adequate supply of hot and cold water, towels and soap and sanitary disposal facilities must be available.

 

Members of staff and students are reminded:

 

• A person who is under medical supervision or on prescribed medication and who has been certified fit for work, should notify the school of any known side effect or temporary physical disabilities which could hinder their work performance and which may be a danger to either themselves or their fellow workers. The school will arrange or assign appropriate tasks for the person to carry out in the Interim.
• Staff and students are not allowed to attend the premises or carry out duties whilst under the influence of illicit drugs or alcohol. Any person found breaking this rule will be liable to disciplinary action.

 

Floors

It is the policy of the Board of Management that every attempt will be made to avoid the creation of slippery surfaces. The washing of floors shall be conducted, as far as is possible, after school hours to eliminate as far as possible, the danger of slipping. Where floors are wet, warning signs regarding wet floors shall be used. Attention is drawn to the possibility of outside floors and surfaces being affected by frost in cold weather.

Smoking  

It is the policy that the school shall be a non-smoking area to avoid hazard to staff and pupils of passive smoking.

 

Broken Glass

The Board of Management shall minimise the danger arising from broken glass. Staffs are asked to report broken glass to the Principal so that it may be immediately removed.

 

Visual Display Units

It is the policy of the Board of Management that the advice contained in the guidelines on the safe operation of visual display units, issued by the Health and Safety Authority be carefully followed. Any up-to-date information regarding hazards relating to the use of VDU’s will be studied and recommendations and directives implemented.

 

Infectious Diseases

It is the policy of the Board that all infectious diseases shall be notified and steps taken to notify parents and ensure the safety of staff and students against all such diseases. The Board of Management will endeavour to minimise the risk by adherence to sound principals of cleanliness, hygiene and disinfection and have provided disposable gloves for use in all First Aid applications, cleaning tasks, etc. Toilets and washrooms shall be provided at all times with an adequate supply of water, soap, towels and a facility for the safe disposal of waste.

 

First Aid

• Notices are posted in office detailing:

• arrangements for giving first aid,
• location of first aid boxes,
• procedure of calling ambulances etc….,

• telephone numbers of local Doctor, Gardaí, Hospital.

 

• All incidents, no matter how trivial and whether to employees or to students or to members of the public must be reported immediately to the person responsible for the hazard identified in the Statement or in the event that the accident/incident occurs in any other place to which that paragraph dealing with hazards does not relate to the Safety Officer. This is necessary to monitor the progress of safety standards and to ensure that the proper medical attention is given where required. An Accident Report File is to be maintained for the recording of all accidents and incidents by the Safety Officer.

 

There will be maintained in the school a properly equipped First Aid Box available to staff at all times containing:

• sticking plasters
• Anti-histamine for Stings, etc.
• Tape
• Disinfectant (e.g.) Savlon
• Eye lotion (e.g.) Optrex
• Antiseptic cream
• Cotton Bandage
• Cream for First Aid treatment of Burns
• Antiseptic Wipes
• Scissors
• First Aid Chart

 

Disposable gloves must be used at all times in administering First Aid

 

Access To School

In as much as is compatible with the practical layout of the school premises, anyone entering the school premises shall be required to identify themselves to the Secretary before gaining admittance to the school. Any contractor must make direct contact with the Secretary/Principal before initiating any work on the premises and shall be shown a copy of the safety statement applying to the school and shall agree to its provisions.

 

While work is in progress, any noise shall be avoided wherever possible during school hours and shall at all times be reduced to the minimum necessary. The contractor and his workmen shall not create any hazard, permanent or temporary, without informing the principal or his nominated agent and shall mark such hazard with warning signs or other suitable protection.

 

Collecting Children

• All parent/guardians/carers in the interest of safety must obey all signs upon entering the school grounds.
• Cars are advised to drive slowly on approaching school grounds when collecting children.
• Those parking must accompany children to and from the school premises.
• Students will be supervised leaving the school building.

Revision of This Safety Statement

This statement shall be regularly revised by the Board Of Management of Scoil Mhuire N.S. in accordance with experience and the requirements of the Health and Safety Act and the Health and Safety Authority.

Signed on behalf of the Board of Management:

 

Chairman:  Gerry Coyle                                          Date: 7/9/2019

 

Principal:    Dónal Quigley                                Date: 7/9/2019